School Psychology Handbook for

Transcription

1 School Psychology Handbook for School Psychology Program Department of Psychology 430 Huntington Hall Syracuse, NY Doctoral Degree (Ph.D.) in School Psychology Accredited by the American Psychological Association (APA)* Approved by the National Association of Psychology Psychologists (NASP), the Council for the Accreditation of Educator Preparation (CAEP), and the New York State Department of Education (NSDE) *Questions related to the program s accreditation status should be directed to the Commission on Accreditation, Office of Program Consultation and Accreditation, American Psychological Association, st Street, NE, Washington, DC 20002, Phone: (202) ; apaacred@apa.org; Web: Revised 7/20/2015 i

2 Table of Contents General Introduction... 1 Overview of the Psychology Department... 1 Overview of the School Psychology Program... 1 Organizational Structure and Administration of School Psychology Program... 3 Core Program Faculty Profiles... 3 Affiliated Faculty... 5 Program Philosophy and Educational Model... 5 Program Training Goals, Objectives, and Expected Student Competencies... 5 Curriculum Plan Curriculum Organization Research Education and Training Clinical Training Assessment of Clinical Competencies Research Requirements and Doctoral Comprehensive Examination Masters Thesis Oral Examination (Defense) Procedures Pre Doctoral Project Doctoral Comprehensive Examination Final Deadlines for Comprehensive Examination in Order to Apply for APPIC Internships Doctoral Dissertation Oral Examination (Defense) Procedures Internship Eligibility for Internship Internship Requirements Evaluation of Interns Internship Completion and Graduation Program Policies and Procedures Program Meetings Program Advisement and Program of Study Student Evaluations and Record of Progress Form Scheduling Proposal, Defense, or Qualifying Meetings Public Professionalism Transfer Credit Program and Departmental Service Professional Involvement Liability Insurance Probation and Termination Policies Departmental Ombudsperson Appeal and Grievance Procedures Change of Program Area ii

3 University and Graduate School Policies Statement of Plagiarism Academic Dishonesty Family and Medical Leave Guidelines for Students Taking a Leave of Absence or Returning from a Leave of Absence Financial Support and Other Employment Opportunities Department Graduate Assistantships Clinical Assistantships Arranging Assistantships Graduate Assistant Exam Proctoring Responsibilities Work Policy University Issues Undergraduate and Remediation Courses Colloquia Graduate Student Organization Future Professoriate Program Appendices... A Staff, Department of Psychology B Faculty, Department of Psychology C Program of Study D Curricular Template E Benchmarks for Assessing Clinical Competencies Readiness for Practicum F Benchmarks for Assessing Clinical Competencies Readiness for Internship G Sample of Graduate School Program of Study Form, Masters Thesis Degree H Rubric for Comprehensive Examination I Sample of Graduate School Program of Study Form, Doctoral Degree J Record of Progress Form K Expected Progress toward Research Requirements L Petition Information, Transfer of Graduate Courses M Graduate Student Appeal Procedures N Procedures Graduate Students May Use to Deal with Complaints about eged Faculty Misconduct O Faculty Grievances against Graduate Students P Resources on Ethical Issues and Professional Standards iii

4 General Introduction The Department of Psychology and the School Psychology Program welcome you to graduate study at Syracuse University! We are pleased that you decided to come here for your graduate work. Although all of us will assist you to the greatest extent possible, you of course, must assume primary responsibility for the progress and success of your graduate education. As with any organization, there are several policies and procedures that facilitate successful operation. It will be helpful to you to be aware of these, so please save this handbook as a reference. This handbook provides a detailed overview of the School Psychology Program including the program s goals and processes, as well as policies and procedures associated with the Program, the Department, and the University. It is critical that you review this information, learn the University, Department, and Program policies and procedures, and your rights and responsibilities. This handbook will guide you in these areas. Overview of the Psychology Department The Psychology Department at Syracuse University ( has a faculty of distinguished psychologists known for the highest achievement in research, a strong commitment to teaching at both the undergraduate and graduate levels, and active engagement in a variety of community, school, and medical settings. The Department offers doctoral programs in Clinical Psychology, Experimental Psychology (Cognition, Brain, and Behavior), School Psychology, and Social Psychology. The main office for the Psychology Department is located in room 430 of Huntington Hall. Numerous office staff members are available to assist you (see Appendix A for contact information); however, Ms. Alecia Zema (azema@syr.edu), the Curriculum and Graduate Coordinator, will be your primary resource. Throughout your graduate career, a permanent student file will be kept in the main department office that documents admission and funding decisions as well as your progress in the areas of coursework, research training, and clinical work. Whenever an important decision is made in your graduate education, please make certain that the decision is recorded in writing, that the written record goes into your file, and that you retain a written copy. At the beginning of each semester, you should provide Ms. Alecia Zema with your contact information (i.e., current mailing address, electronic mail address, and phone number). You also need to update your contact information via MySlice. This information will help the Department maintain accurate contact information for the program files and departmental correspondence. Overview of the School Psychology Program The Syracuse University School Psychology Program was established in 1960 and is built upon the scientistpractitioner model. A primary goal of the program is for psychologists to understand the principles of scientific inquiry and to apply these principles to their professional decision making. We believe that adherence to the scientist practitioner model produces consistently high standards of professional practice, thereby maximizing the quality and accountability of psychological service delivery. The School Psychology Program is one of 17 programs in Syracuse University s Unit for Preparing School Professionals, which is accredited by the Council for the Accreditation of Educator Preparation (CAEP). The program is also accredited by the American Psychological Association (Office of Program Consultation 1

5 and Accreditation, 750 First Street, N.E., Washington, DC ; (202) ) and approved by the National Association of School Psychologists (NASP). Graduates of the Syracuse University School Psychology Program are immediately eligible, under current regulations, for provisional certification as School Psychologists in the State of New York. The program is also registered with New York State as licensure qualifying, meaning that our graduates are eligible to sit for the licensing exam once their required hours of supervised work requirement is completed. Graduates typically will be able to meet the certification and licensing requirements of most State Departments of Education. If the prospective student is interested in certification or licensure in a state other than New York, it is advisable to have a copy of that state s current certification standards when planning a program with his/her advisor. Please note that the most important single faculty member for a student, especially in the early part of the graduate program, is the student s primary academic advisor. S/he is the student s primary resource person and is responsible, along with the student, for a good deal of the paperwork necessary for the orderly administration of the graduate program. Each student s primary academic advisor has been assigned on the basis of the student s previous research experiences and/or interests, and should be seen frequently for advice on all program matters. The primary academic advisor should be updated on all aspects of the student s progress in the program. The Director of Training of the School Psychology Program serves as the secondary advisor to all students. As depicted on the next page, the Program is currently comprised of 5 full time (Drs. Eckert, Felver, Lewandowski, Martens, Russo) and 1 half time (Dr. Blachman) core faculty members. The faculty members serve as primary academic and research advisors to students enrolled in the program, and serve on students comprehensive examinations, thesis, and dissertation committees. The core faculty members are responsible for administering and coordinating a number of program activities. Dr. Tanya Eckert is currently the Director of Training of the School Psychology Program and Coordinator of Graduate Admission. Based on Dr. Eckert s credentials and expertise, she is able to lead the program with regard to the training mission (i.e., integration of science and professional practice) as well as ensure that the program s training goals and objectives are achieved. Dr. Lawrence Lewandowski is currently the Co Director of Clinical Supervision and Training as well as the Coordinator of Funding and Internships for the program. Given Dr. Lewandowski s training and credentials (i.e., licensed psychologist, certified school psychologist), he is able to support Dr. Eckert in ensuring that the program s training mission, goals, and objectives are achieved and his credentials are consistent with the field s provisions for the clinical supervision of graduate students in applied placements. Dr. Brian Martens is currently the Assessment Data Coordinator and is responsible for organizing the collection of data regarding students progress toward the Program s training objectives and student competencies, as well as students attainment of proximal and distal outcomes. Finally, Dr. Natalie Russo is the Coordinator of the Professionalism Development Seminar Series. An overview of the organizational structure of the Program is provided on the next page. 2

6 Organizational Structure and Administration of School Psychology Program at Syracuse University Assessment Data Coordinator (Brian K. Martens) Funding and Internship Coordinator (Lawrence J. Lewandowski) Professional Development Coordinator (Natalie Russo) Director of Training (Tanya L. Eckert) Co Director of Clinical Supervision and Training (Lawrence J. Lewandowski) Associate Chair & Director of Graduate Studies (Tanya L. Eckert) Department Chair (Peter A. Vanable) Dean of the Graduate School (Ben Ware) Dean, College of Arts and Sciences (Karin Ruhlandt) Core Program Faculty Profiles Vice Chancellor for Academic Affairs (Eric F. Spina) Chancellor and President (Kent Syverud) Benita A. Blachman, Ph.D. (University of Connecticut, 1981; 50% in the Department of Psychology), Trustee Professor of Education and Psychology. Dr. Blachman teaches courses in the psychology of reading and in learning and reading disabilities. Her research is in the area of reading acquisition, the prevention of reading failure through early intervention, and the long term outcomes of early intervention, with a focus on the cognitive and linguistic factors (especially phonological processing) that play a role in learning to read. Her research has been generously funded by the National Institute of Child Health and Human Development (NICHD), the U.S. Department of Education Institute of Education Sciences (IES), and the National Center for Learning Disabilities. She has served on the editorial boards of the Journal of Educational Psychology, Scientific Studies of Reading, Annals of Dyslexia, Reading Research Quarterly, and the Journal of Learning Disabilities and is on the Scientific Advisory Board of the National Dyslexia Research Foundation and a Fellow of the International Academy for Research in Learning Disabilities. Tanya L. Eckert, Ph.D. (Lehigh University, 1996), Director of Training and Associate Professor of Psychology. Dr. Eckert teaches courses on direct academic, cognitive, introductory seminar in school psychology, and direct academic practicum. Her research interests include examining procedures for assessing academic skills and behavior problems, developing interventions for children with academic and behavior problems, and measuring the acceptability of and intervention procedures. She sits on the editorial board of Journal of School Psychology, School Psychology Quarterly, and School Psychology Review. 3

7 Joshua Felver, Ph.D. (University of Oregon, 2013), Assistant Professor of Psychology. Dr. Felver teaches courses in child development and psychoeducational. His research broadly focuses on the development and implementation of targeted interventions to promote self regulation in community settings. He studies how mindfulness based interventions can be implemented in schools to support academic functioning and classroom behavior, and how mindfulness programming can improve children s attentional regulation, parent child communication, and parent emotional regulation. He incorporates psychophysiological measurement (e.g., heart rate and brain electrical activity) into his research initiatives. In addition to his applied research, he has clinical expertise in mindfulness based interventions, and in the and treatment of youth with social emotional and psychiatric disabilities. He is an associate editor of the Journal of Child and Family Studies and serves on the editorial board of the journal Mindfulness. Lawrence J. Lewandowski, Ph.D. (University of Michigan, 1978), Professor of Psychology and Meredith Professor for Teaching Excellence, Associate Director of Clinical Training in School Psychology, Clinical Professor of Psychiatry at SUNY Upstate Medical University (UMU), and Research Professor in the Department of Physical Medicine and Rehabilitation at SUNY UMU. He holds New York state licensure as a Psychologist. Dr. Lewandowski teaches courses in neuropsychological theory and, brain and behavior, socio emotional, and pediatric disorders. In addition, he supervises field placements and internships. His research focuses on neuropsychological, cognitive and psychosocial aspects of learning disabilities, ADHD, and concussion; computer based interventions for reading and writing disabilities; test taking skills and performance speed; and issues of test accommodations. He serves on the editorial boards of the Journal of Psychoeducational Assessment, Journal of Attention Disorders, and the ADHD Report. He is a member of the American Psychological Association, National Association of School Psychologists, New York Association of School Psychologists, and International Academy for Research in Learning Disabilities. Brian K. Martens, Ph.D. (University of Nebraska, 1985), Professor of Psychology. Dr. Martens teaches courses in applied behavior analysis, behavior therapy practicum, tests and measurements, and school consultation. His research is concerned with translating findings from basic operant research into effective school based interventions, functional and treatment of children s classroom behavior problems, and the instructional hierarchy as a sequenced approach to training basic academic skills. He is past Editor of the Journal of Behavioral Education and has served on the editorial boards of School Psychology Review, School Psychology Quarterly, the Journal of School Psychology, and the Journal of Applied Behavior Analysis. Natalie Russo, Ph.D. (McGill University, 2008), Assistant Professor. Dr. Russo has a primary appointment in School Psychology and is cross affiliated in the Cognition, Brain, and Behavior (CBB) program. Dr. Russo teaches courses in child development and developmental psychopathology. Her research is focused on the manner in which typically developing children, children with developmental disabilities, and children on the autism spectrum develop and hone their ability to process and integrate information from single or multiple sensory modalities. To do so, she uses measurements of both behavior (reaction time and accuracy) and brain physiology (Event Related Potentials). In addition to her research work, she is also an expert in the diagnosis and of children with autism and in the use of visual strategies in the treatment of children with autism. She serves on the editorial board of Frontiers in Integrative Neuroscience and is a member of the International Society for Autism Research. 4

8 Affiliated Faculty In addition to the core faculty, there are seven adjunct faculty members, Drs. Seth Aldrich, Nicole DeRosa, Michael Gordon, Benjamin Lovett, Brian Rieger, Henry Roane, Laura Spenceley, and Michelle Storie. Drs. DeRosa, Roane and Reiger hold academic appointments at the SUNY Upstate Medical University where they direct the Family Behavior Analysis Clinic, and the Concussion Management Program, respectively. Dr. Aldrich is a school psychologist in the Homer Central School District. Dr. Lovett is an Assistant Professor at SUNY Cortland and Dr. Spenceley is an Assistant Professor at SUNY Oswego. are licensed in New York State. Dr. Storie teaches in the School of Education and is a certified school psychologist as well as a licensed psychologist. In addition, a number of school psychologists in public schools (Drs. Kristi Cleary and Leah Phaneuf) and psychologists in local child and adolescent agencies are directly involved in the program through supervision of interns. Finally, other faculty in the Psychology Department (Drs. Kevin Antshel, Richard Gramzow, Leonard Newman, Stephen Maisto, Laura VanderDrift) and the School of Education (Drs. Kathryn Castle, Jamie Ghanie, Melissa Luke) contribute significantly to the program through courses taught, research supervision, and direction of theses and dissertations. Departmental faculty and their research interests are listed in Appendix B. Program Philosophy and Educational Model The Program prepares its graduates for careers as scientist practitioners. Program faculty are committed to producing broadly trained psychologists who possess the requisite and unique skills necessary to further the knowledge base in psychology and education and to provide professional services to a wide range of children and adolescents in the various settings in which they develop. The Program focuses on the integration and application of behavioral science knowledge and psychological principles. Program Training Goals, Objectives, and Expected Student Competencies The faculty has established 9 training goals and 22 training objectives that guide the program s education and training. In addition, the faculty has specified the program s education and training objectives in terms of competencies expected of its students. The program believes that these competencies are integrated and dynamic. As program graduates enter professional practice, continuous input and improvement will occur, which requires all program graduates to engage in life long learning. The program goals, training objectives, core outcome measures, performance competency expectations, minimal achievement levels, and post graduation outcome measures are described below. Goal 1: Students will demonstrate a thorough knowledge of psychological and educational theory and research. Objective 1.1: Students will demonstrate mastery regarding children s development in cognitive, affective, social, academic, and adaptive domains. Core outcome measure(s): (a) Grades in Psychology Core courses (b) Readiness for practicum clinical competency (c) Readiness for internship clinical competency Minimum achievement level: (a) B (b) Ratings of 3 (sections 6, 7) (c) Ratings of 3 (sections 6, 7) Post outcome measure: (a) Alumni survey rating (item 1) 5

9 Objective 1.2: Objective 1.3: Students will demonstrate mastery regarding school as an organization, instructional practices, and communication that occurs in multidisciplinary systems. Core outcome measure(s): (a) Grades in Education Core courses (b) Readiness for practicum clinical competency (c) Readiness for internship clinical competency Minimum achievement level: (a) B (b) Ratings of 3 (sections 2, 14, 15) (c) Ratings of 3 (sections 2, 14, 15) Post outcome measure: (a) Alumni survey rating (item 1) Students will demonstrate mastery regarding empirical research in psychology and education. Core outcome measure(s): (a) Readiness for practicum clinical competency (b) Readiness for internship clinical competency (c) Percentage of items endorsed on Rubric for Comprehensive Exam and questions correctly answered on Comprehensive Examination Minimum achievement level: (a) Ratings of 3 (sections 6, 7) (b) Ratings of 3 (sections 6, 7) (c) Score above 50% Post outcome measure: (a) Alumni survey rating (item 1) Goal 2: Students will contribute to scholarship by applying research methods and tools of inquiry. Objective 2.1: Students will demonstrate mastery evaluating a variety of research methodologies. Core outcome measure(s): (a) End of semester ratings in research (b) Readiness for practicum clinical competency (c) Readiness for internship clinical competency (d) Dissertation proposal Minimum achievement level: (a) Rating of satisfactory (b) Ratings of 3 (sections 6, 7) (c) Ratings of 3 (sections 6, 7) (d) Successfully proposed Post outcome measure: (a) Alumni survey rating (item 2) Objective 2.2: Students will demonstrate mastery regarding rigorous and creative applications of experimental design, data analysis, and interpretation skills. Core outcome measure(s): (a) Readiness for practicum clinical competency (b) Readiness for internship clinical competency (c) Thesis defense (d) Dissertation defense Minimum achievement level: (a) Ratings of 3 (sections 6, 7) (b) Ratings of 3 (sections 6, 7) (c) Successfully defended (d) Successfully defended Post outcome measure: (a) Alumni survey rating (item 2) Goal 3: Students will demonstrate skills in the foundations of school psychology practice. 6

10 Objective 3.1: Objective 3.2: Objective 3.3: Students will demonstrate mastery of best practices in home and school based intervention and consultation. Core outcome measure(s): (a) Grades in intervention and consultation courses (b) Readiness for practicum clinical competency (c) Readiness for internship clinical competency Minimum achievement level: (a) B (b) Ratings of 3 (sections 6, 8, 9, 10, 14) (c) Ratings of 3 (sections 6, 8, 9, 10, 14) Post outcome measure: (a) Alumni survey rating (items 3 and 4) Students will demonstrate mastery of best practices in and evaluation. Core outcome measure(s): (a) Grades in courses (b) Readiness for practicum clinical competency (c) Readiness for internship clinical competency Minimum achievement level: (a) B (b) Ratings of 3 (sections 6, 7, 8, 9, 10) (c) Ratings of 3 (sections 6, 7, 8, 9, 10) Post outcome measure: (a) Alumni survey rating (item 6) Students will demonstrate mastery in best practices in counseling. Core outcome measure(s): (a) Grades in counseling courses (b) Readiness for practicum clinical competency (c) Readiness for internship clinical competency Minimum achievement level: (a) B (b) Ratings of 3 (sections 6, 7, 8, 9, 10) (c) Ratings of 3 (sections 6, 7, 8, 9, 10) Post outcome measure: (a) Alumni survey rating (item 5) Goal 4: Students will provide a full range of psychological services in diverse and inclusive settings. Objective 4.1: Students will demonstrate mastery of diversity awareness and sensitive service delivery. Core outcome measure(s): (a) Grade in introductory seminar and diversity course (b) Readiness for practicum clinical competency (c) Readiness for internship clinical competency Minimum achievement level: (a) B (b) Ratings of 3 (sections 2, 3, 14) (c) Ratings of 3 (sections 2, 3, 14) Post outcome measure: (a) Alumni survey rating (item 7) Objective 4.2: Students will demonstrate mastery of how issues of diversity affect the manner and nature of interactions with others. Core outcome measure(s): (a) Grade(s) in counseling course(s) (b) Readiness for practicum clinical competency (c) Readiness for internship clinical competency Minimum achievement level: (a) B 7

11 Objective 4.3: Objective 4.4: (b) Ratings of 3 (sections 2, 3, 4) (c) Ratings of 3 (sections 2, 3, 4) Post outcome measure: (a) Alumni survey rating (item 7) Students will demonstrate mastery in adapting or modifying practices in response to those being served. Core outcome measure(s): (a) Grades in practicum courses (b) Readiness for practicum clinical competency (c) Readiness for internship clinical competency Minimum achievement level: (a) B (b) Ratings of 3 (sections 3, 4, 9, 10, 16) (c) Ratings of 3 (sections 3, 4, 9, 10, 16) Post outcome measure: (a) Alumni survey rating (item 7) Students will demonstrate mastery in professional skills across a wide range of settings including clinics, hospitals, and home with diverse student populations and disabilities. Core outcome measure(s): (a) Total practicum hours clocked (b) Readiness for internship clinical competency (c) Total internship hours clocked (d) Percentage of portfolio components completed Minimum achievement level: (a) 600 hours (b) Ratings of 3 (c) 2000 hours (sections 3, 4, 9, 10, 11, 13, 15, 16) (d) 80% Post outcome measure: (a) Alumni survey (item 7) Goal 5: Students will use data on student learning to adapt instruction and design treatment. Objective 5.1: Students will demonstrate mastery of data based problem solving in all professional decisions. Core outcome measure(s): (a) Grades in practicum courses (b) Readiness for practicum clinical competency (c) Readiness for internship clinical competency Minimum achievement level: (a) B (b) Ratings of 3 (sections 7, 8, 9, 10, 11, 13, 14, 15) (c) Ratings of 3 (sections 7, 8, 9, 10, 11, 13, 14, 15) Post outcome measure: (a) Alumni survey rating (item 8) Goal 6: Students will engage in continuing professional growth. Objective 6.1: Students will demonstrate independence and responsibility in research participation and clinical work throughout graduate training. Core outcome measure(s): (a) Grade in internship course (b) Readiness for internship clinical competency (c) Number of coauthored publications on alumni survey (d) Number of coauthored presentations on alumni survey Minimum achievement level: (a) B (b) Ratings of 3 (sections 4, 5, 6, 7) 8

12 Objective 6.2: (c) 1 publication (d) 2 presentations Post outcome measure: (a) Alumni survey rating (item 9) Students will maintain certification or licensure while attending continuing education functions as necessary and required by profession. Core outcome measure(s): (a) Readiness for internship clinical competency (b) Credentials noted on alumni survey Minimum achievement level: (a) Ratings of 3 (sections 1,5) (b) state certification or licensure Post outcome measure: (a) Credentials noted on alumni survey Goal 7: Students will demonstrate mastery in collaborative consultation with school personnel, families and caregivers, and direct care staff. Objective 7.1: Students will demonstrate mastery of problem solving, interpersonal influence, and implementation support skills in all consultation cases. Core outcome measure(s): (a) Grades in consultation courses (b) Readiness for practicum clinical competency (c) Readiness for internship clinical competency Minimum achievement level: (a) B (b) Ratings of 3 (sections 10, 11, 13) (c) Ratings of 3 (sections 10, 11, 13) Post outcome measure: (a) Alumni survey rating (item 4) Objective 7.2: Students will demonstrate mastery working effectively and collaboratively with people and agencies. Core outcome measure(s): (a) End of semester ratings in clinical work (b) Readiness for practicum clinical competency (c) Readiness for internship clinical competency Minimum achievement level: (a) Rating of satisfactory (b) Ratings of 3 (sections 10, 11, 13, 16) (c) Ratings of 3 (sections 10, 11, 13, 16) Post outcome measure: (a) Alumni survey Goal 8: Students will demonstrate mastery adhering to professional, ethical, and legal standards governing the profession. Objective 8.1: Students will demonstrate mastery of knowledge and understanding of professional, ethical, and legal standards. Core outcome measure(s): (a) Grade in introductory seminar (b) Readiness for practicum clinical competency (c) Readiness for internship clinical competency Minimum achievement level: (a) B (b) Ratings of 3 (sections 1, 2, 3) (c) Ratings of 3 (sections 1, 2, 3) Post outcome measure: (a) Alumni survey rating (item 10) Objective 8.2: Students will demonstrate mastery of upholding these standards in professional decision making to enhance the quality of services and protect the rights of all parties. 9

13 Core outcome measure(s): (a) Readiness for practicum clinical competency (b) Readiness for internship clinical competency (c) Field supervisor ratings Minimum achievement level: (a) Ratings of 3 (sections 1, 2, 3, 14, 15, 16) (b) Ratings of 3 (sections 1, 2, 3, 14, 15, 16) (c) Ratings of average Post outcome measure: (a) Alumni survey rating (item 10) Goal 9: Students will contribute to improved student learning and behavior. Objective 9.1: Students will demonstrate mastery of sound principles of behavior change in order to design and implement prevention and intervention programs to promote positive changes in children s learning and behavior. Core outcome measure(s): (a) Readiness for practicum clinical competency (b) Grades in intervention practicum courses (c) Readiness for internship clinical competency Minimum achievement level: (a) Ratings of 3 (sections 2, 5, 9, 10, 11) (b) B (c) Ratings of 3 (sections 2, 5, 9, 10, 11) Objective 9.2: Post outcome measure: (a) Alumni survey rating (item 11) Students will demonstrate mastery in helping parents, caregivers, and schools develop goals for children, taking into account the need to adjust expectations for individual children Core outcome measure(s): Minimum achievement level: (a) Grades in courses (b) Readiness for practicum clinical competency (c) Readiness for internship clinical competency (a) B (b) Ratings of 3 (sections 2, 5, 9, 10, 11, 16) (c) Ratings of 3 (sections 2, 5, 9, 10, 11, 16) Post outcome measure: (a) Alumni survey rating (item 11) Curriculum Plan The education and training offered in the School Psychology Program is sequential, cumulative, graded in complexity, and designed to prepare students for further education and professional practice in psychology. The program provides a graded sequence of training in the areas of coursework, research, and clinical practice. The development of students competencies is promoted sequentially through: (a) didactic instruction in core professional issues and methods of practice, foundations of scientific psychology, methods of research, and related educational issues, (b) modeling by faculty and senior graduate students of data based problem solving, research and professional practice skills, respect for cultural and individual diversity, and adherence to legal and ethical standards, (c) practice of specific skills with feedback through the collection, organization, and presentation of data in laboratory courses and as a member of faculty led research groups, (d) practice of broader skills with feedback in practicum courses and during completion of thesis and pre doctoral research projects, and (e) critical examination of independent decision making during the comprehensive exam, internship, and dissertation project. 10

14 Graduates of the program are prepared to engage in professional practice in the field of psychology as well as engage in further education. Curriculum Organization The Ph.D. in School Psychology requires a minimum of 90 credits, including up to 18 thesis/dissertation credits, as well as 6 credits of internship. Students must successfully complete coursework required for the doctoral degree under three categories: (a) the School Psychology Core (33 credits); (b) Intervention Models (6 credits); and (c) the Psychology Core (27 credits) (see Program of Study, Appendix C). The organization of the curriculum is sequential, cumulative, and graded in complexity wherein students begin their coursework at a basic level and progress to a more advanced level. The required courses in the School Psychology Core and Intervention Models are graded across three domains of study: (a) Foundations of Psychology and Education; (b) Assessment and Developmental Practices; and (c) Professional Practices. students develop prerequisite skills and competencies in the same sequence in courses that reflect Foundations of Psychology and Education. Further, by the second year of study, students develop the same prerequisite skills and competencies in psychology and education in order to benefit from the second domain of coursework, Assessment and Developmental Practices, which represents more advanced and complex areas of study. In the third and fourth years of graduate study, students complete the third domain of course work, Professional Practices, which represents advanced topics related to professional practice. Further, students continue to complete their broad and general training in psychology (e.g., human development across the lifespan, history and systems in psychology, biological aspects of behavior, psychological measurement) as well as coursework related to advanced topics in professional practice (e.g., consultation practicum, behavior therapy practicum). A standard curriculum sequence has been developed for each graduate cohort and can be found in Appendix D. As part of the curriculum plan, students will develop substantial understanding of and competence in the breadth of scientific psychology, its history of thought and development, its research methods, and its applications. As evident in the Program of Study (see Appendix C), all students are required to complete 27 credit hours in the Psychology Core, which emphasizes fundamental aspects or theories in the areas of biological aspects of behavior (PSY 696), cognitive and affective aspects of behavior (PSY 614: Cognitive and Affective Bases of Behavior), social aspects of behavior (PSY 677), history and systems of psychology (PSY 894), research methodology (PSY 655, PSY 756), including psychological measurement (PSY 653), and techniques of data analysis (PSY 655, 756). In addition, all students are required to complete coursework that addresses broad and general training in human develop (PSY 739), individual differences in behavior (PSY 617), dysfunctional behavior (PSY 863), professional standards and ethics (PSY 761, PSY 870), theories and methods of and diagnosis (PSY 762, 763, 764, SPE 705), theories and methods of effective intervention (PSY 765, 861, 862, 880), issues of cultural and individual diversity (PSY 761, 860), and attitudes essential for lifelong learning, scholarly inquiry, and professional problem solving (PSY 761, 870). Research Education and Training Students engage in a progressive sequence of research education and training that begins during the first semester with participation in one or more faculty led research groups. The progression through the research sequence displays the cumulative nature of the program. By participating in a research group, students receive didactic instruction in issues and methods relevant to a given project, observe the faculty mentor and senior graduate students, and practice the skills learned by completing specific researchrelated tasks (e.g., developing experimental protocols, conducting reinforcer preference s). As their research skills increase, students under the direct supervision of faculty supervise small teams of undergraduate assistants, thereby practicing a broader range of research and supervisory skills. Participating in research groups allows students to develop the skills and resources needed to complete 11

15 their thesis or pre doctoral research project and finally the dissertation. Thesis or pre doctoral research projects are undertaken during the first two years of study. Prior to being allowed to begin work on the dissertation, students must demonstrate the ability to critically review and synthesize a literature base, and independently conceptualize a research study. This is accomplished through the mechanism of the qualifying examination. Thus, the research group, in conjunction with coursework and supervision by the faculty advisor, lays the foundation for the thesis, and both the thesis and qualifying examination prepare students for their dissertation. Clinical Training The program s clinical and practicum experiences are arranged sequentially, beginning with classroom instruction, progressing to small numbers of closely supervised cases, succeeding to a larger number of supervised cases, and culminating with external placements. students begin their practicum training by taking courses in Assessment and Developmental Practices (i.e., Cognitive, Socioemotional, Direct Academic) during their first year of graduate study. The courses require practicum components that are closely supervised by course instructors. First year students are also encouraged to assist senior students with school based research, participate in funded projects in area schools, or shadow psychologists. First year students also may engage in activities that are appropriate given their training, capabilities, and available supervision. In previous years, these activities have included classroom observation, curriculum based, graphing data, peer tutor training, and consultation interviewing. These have been very useful early training experiences that expose students to professional practice issues in the field, allow students to benefit from the expertise of school personnel while providing valuable assistance, and provide students with contexts to practice skills taught in their coursework. This experience also highlights the importance of developing consultative relationships with peers/colleagues who can provide feedback and supervision regarding professional practice. During the summer of the first year of graduate training, students enroll in the Practicum in Psychoeducational Evaluation and Planning for Exceptional Children (SPE 705). This practicum course requires students to serve as part of a multidisciplinary team to evaluate and plan for exceptional children. Students receive extensive supervision from faculty in school psychology and special education. The total number of practicum hours in the psychoeducational clinic is 120, 90 of which are in direct service to clients. In the second year of training, students continue taking courses in Foundations of Psychology and Education. Students also enroll in one or more practicum courses. Students may choose to enroll in: (a) Practicum in Direct Academic Assessment (PSY600a 90 hours); (b) Neuropsychological Assessment (PSY hours); (c) Practicum in Psychotherapy (PSY hours); or (d) Behavior Therapy Practicum (PSY hours). Each of these courses is either taught or co supervised by licensed faculty. These courses focus on the integration of science and practice and expose students to empirically supported interventions in a given area. By the third year of training, students obtain their primary practicum experiences by completing external practicum placements. Most students are placed in the schools for 20 hours per week and are expected to be in the role of an Extern I. An Extern I is contracted to work for a school district or agency for 3 days per week (students receive a stipend and a tuition scholarship for their work). Students engage in services that are commensurate with their previous and ongoing training (i.e., triennial s, kindergarten placement, behavioral consultation and intervention). Some students in their third or fourth year of the program may elect to obtain primary practicum experiences by serving as a clinic assistant in the Psychological Services Center at Syracuse University. As clinic assistants, students gain direct experience in intake interviewing,, intervention, prevention, and consultation. Supervision of students is 12

16 divided among the Psychological Services Center Director and clinical psychology faculty members who are licensed clinical psychologists practicing in the Syracuse area in both inpatient and outpatient settings. In the fourth year, most students will assume the role of Extern II, a contracted position of 3 days per week. An Extern II is an experienced extern who is completing the remaining practicum courses including the Practicum in School Psychology (PSY hours 105 direct and 45 indirect clinical contact). Students in the field placements associated with PSY 880 are involved in further consolidation of knowledge, skills, and experiences within the school setting while assuming somewhat more individual responsibility for service delivery. The seminar portion of the practicum course incorporates individual and group supervision, visits to placement sites, consideration of ethical and legal issues, service delivery standards, program evaluation, evaluation of service delivery, and supervision and direction of services. As part of clinical training and practicum completion, the student is fulfilling requirements of the Clinical Portfolio. The portfolio requires that students document competency in a wide range of service delivery functions (i.e., different types of s and reports, consultation cases, counseling/therapy cases, family intervention, group/systems intervention, behavioral programming, academic intervention, inservice training, program evaluation, etc.). Students often work alongside a masters level school psychologist, yet are supervised by a doctoral level school psychologist and faculty instructor, Dr. Lewandowski (who is certified and licensed). These students must receive satisfactory evaluations from all supervisors and complete their portfolio before the internship. It is important to note that students are required to document their practicum hours and submit an updated practicum log to the faculty as part of the end of semester evaluation. Students are required to use the standardized application form required by the Association of Psychology Postdoctoral and Internship Centers (APPIC; in documenting practicum hours. Assessment of Clinical Competencies In an effort to systematically assess core competencies for professional psychology that students will develop during their training, benchmarks for assessing students clinical competencies were adopted (i.e., Competency Benchmarks for Professional Psychology; Kaslow, Grus, Cambell, Fouad, Hatcher, & Rodolfa, 2009). Until the end of the students third year of training, the faculty will rate students clinical competencies associated with practicum readiness (see Appendix E). The ratings will occur as part of each end of semester evaluation in an effort to identify areas of clinical competence and identify areas that need additional attention. The ratings are based on a review of relevant clinical indicators for practicum readiness (e.g., grades in courses, performance based methods such as case presentations, evaluations from clinical supervisors). For those students entering the program with a Masters degree, the timing of the of clinical competencies and the associated anchoring scores will be revised according to the student s Program of Study. In order to allow for progress and growth toward readiness for practicum, an anchoring score of 2 will be used for students in the first year of the program. Ratings greater than 2 reflect areas of strength; scores less than 2 reflect areas of weakness. For students in their second and third year of study, an anchoring score of 3 will be used to assess progress and growth toward readiness for practicum. Ratings of 3 indicate the minimum competency expectation for practicum readiness. Ratings greater than 3 reflect areas of strength; ratings less than 3 reflect areas of weakness and require remediation. As students enter their fourth year (i.e., end of semester evaluation at the end of the third year and during fourth year of study), the faculty will rate students clinical competencies in relationship to their readiness for internship (see Appendix F). The ratings are based on a review of relevant clinical indicators for 13

17 internship readiness (e.g., grades in courses, performance based methods such as case presentations, evaluations from clinical supervisors). Ratings of 3 indicate the minimum competency expectation for internship readiness and need to be demonstrated by the end of the students fourth year of study in order to assume a pre doctoral internship. Research Requirements and Doctoral Qualifying (Comprehensive) Examination It is the policy of the School Psychology Program that the final document for all research requirements (i.e., proposal and final document) as well as the doctoral qualifying examination must be submitted to the faculty members by either November 1 st or April 1 st in order for a meeting (i.e., proposal, defense, comprehensive examination) to be scheduled. Masters Thesis doctoral students are required to write a Masters thesis upon completion of approximately 30 hours of graduate work unless they enter the program with a completed thesis or a Masters degree. Students may select any qualified faculty member in the Department of Psychology as their thesis director, although the majority of students select their research faculty advisor. Students are responsible for developing a thesis proposal under the direction of their thesis director. Once a final draft of the thesis proposal is developed, students are responsible for selecting a thesis proposal committee and scheduling a thesis proposal meeting. The Masters thesis proposal committee consists of three faculty members who shall be chosen for their expertise and ability to contribute to the project. At least one member must be a faculty member in one of the other three graduate training programs in the Department of Psychology (i.e., CBB, Clinical, Social). The committee shall meet to discuss and approve the Masters thesis proposal. If approved, students can carry out the research as stipulated in the proposal and under the direction of the thesis director. A copy of the thesis proposal coversheet signed by all committee members shall be filed with Ms. Alecia Zema. Students are then responsible for conducting the research and writing up the results in thesis form. When the thesis director and committee members have certified the thesis as acceptable for purposes of oral examination, students are responsible for completing all of the oral examination procedures, described below. Oral Examination (Defense) Procedures The oral examination committee for the Masters thesis shall be augmented by at least 1 faculty member of the Department of Psychology, who shall act as the reader and as the Graduate School representative to the examination. The student shall meet with Ms. Alecia Zema regarding the oral examination procedures to be followed, and the material to be supplied to the Graduate School at least one month prior to the desired oral examination date. A suggested timeline is provided below: At least 4 weeks before the defense and with the clearance of the thesis committee, file a Request for Examination form. This form requires the signatures of your advisor and departmental chair. It serves as formal notification to the Graduate School that your department believes you are prepared to proceed with your defense. At that time you can file a Diploma card which shows your intent to obtain a degree. Three weeks before the defense, meet with Ms. Alecia Zema to finalize your Program of Study form for your thesis degree. A sample Program of Study for the Masters degree is presented in Appendix G. Ms. Alecia Zema will work in conjunction with the Associate Chair and the Area Director to make sure that the Program of Study, grades, transcripts of prior degrees or transfer credit, and all other degree requirements are in order and properly documented. Once this has been cleared, you can schedule the location of the 14

18 defense with assistance from Ms. Alecia Zema. In addition, you need to file an Appointment of Examining Committee form. The Examining Committee form includes the names of committee members, reader, and the time, place and date of the exam. The Graduate School will send confirmation to every committee member. Two weeks before the defense, distribute final copies of thesis to all members of the committee. This includes the reader. In addition, a hard copy of the thesis should be given to Ms. Alecia Zema. Per University guidelines, she will insure that a copy of the final thesis document is available in the department for public/open access. Defense. members of the examining committee, including the chair, vote on acceptability of the oral exam and thesis. A majority vote is required. Committee approval may be conditional upon certain changes in the thesis. The chairperson forwards the report of the examining committee to the Graduate School. NOTE: Public Law requires that all research projects involving human subjects be reviewed by a properly constituted review board. At Syracuse University this is known as the Institutional Review Board (IRB). Approval forms may be obtained from the SU website. Similar committees are constituted in most schools and child agencies. The university specifies that all requirements for the Masters degree must be completed within five years of the date on which the student commenced the degree program. The program specifies completion of the thesis by the end of the third year. See also defense procedures under Doctoral Dissertation. Pre Doctoral Project (for students entering Doctoral Program already with a Masters degree) Students entering the doctoral program with advanced standing (MS, MA, or CAS) from another university or program who did not complete a Masters thesis as part of their degree requirements are required to complete a Masters thesis prior to commencing the dissertation. Students who completed a Masters thesis elsewhere must submit their documents for review and approval by their primary advisor and one other program faculty member. If the thesis is approved, the student will be required to complete a predoctoral project prior to the dissertation. If the thesis is not approved, the student must complete a thesis in accordance with the guidelines specified in this Handbook. Generally, qualitative research and reviews of literature that were not accompanied by a research project will not be approved as fulfilling the thesis requirement. The pre doctoral project must; (a) be a quantitative research study developed in collaboration with the student s advisor, (b) involve IRB application and review (if necessary), data collection, data analysis, and the preparation of a manuscript with the student playing a major role at each stage, and (c) culminate in the manuscript being submitted for publication to an appropriate journal. At the conclusion of the predoctoral project, students will be required to present their findings to program faculty and students in a brown bag type forum. Students will receive a pass/fail decision regarding the quality of their presentations, responses to questions, along with constructive feedback on their performance. The predoctoral project should be completed by the end of the second year. Doctoral Comprehensive Examination Doctoral students are expected to successfully complete the Comprehensive (qualifying) Examination by the middle of the fourth year of graduate study. This should occur after or during the semester in which a student completes a minimum of 50 required course credit hours satisfactorily. Research requirements 15

19 such as a thesis or pre doctoral project must be completed prior to this exam. Note also that the Comprehensive Exam must be passed by November 1 st in order for students to be eligible for an APPIC approved pre doctoral internship the following year. Table 1 provides final deadlines for completing the Comprehensive Exam in order to apply for an APPIC internship. Successful completion of the Doctoral Comprehensive Examination involves the following: a) Select an area of research interest and have the area approved by your faculty research advisor. Although the area of interest may be similar to previous work, the written document must be substantially different from previously or concurrently submitted work (i.e., thesis). b) Write a critical review of the research in that area incorporating conceptual/theoretical issues as well as methodological concerns. The emphasis should be on a thorough grasp of the literature and a rigorous critique of previous work, leading to the generation of new research ideas and recommendations for future research. c) Two rounds of written feedback are provided to the student by the research faculty advisor and one round of written feedback is provided to the student by a second School Psychology faculty member. Students may meet with both faculty members to seek clarification regarding feedback that is received. d) A cover letter, detailing the revisions made to the revised document, should be provided to both faculty members. The revised document will then be evaluated by both faculty members as partial fulfillment of the comprehensive examination. The document will be evaluated and graded by both faculty members following the Rubric for Comprehensive Exams (see Appendix H). The student is required to pass the written portion of the comprehensive examination with a combined average score of 51%. e) Following the completion of a passing written document, each student will be examined orally by their faculty advisor and second faculty reader. During the first 10 minutes of the oral examination, the student will present an overview of their chosen research area. The remainder of the examination is reserved for questions addressing five areas: (a) theoretical and conceptual bases, (b) statistics and measurement, (c) experimental design and methodology, (d) professional issues (e.g., ethics, legal regulation, practice standards, human subjects review), and (e) role and practice issues (e.g., consultation, intervention,, advocacy) that are relevant to the literature reviewed in the document. The student may elect to allow their peers to attend the oral examination. f) The two School Psychology faculty will evaluate the student s performance on the oral examination, determine whether the student has met the requirements for doctoral candidacy (see g below), and provide feedback to the student. The Chairman of the Psychology Department and the Graduate school will also be notified of the decision. g) A combined passing score of 75% (i.e., average of written and oral examination) is required to pass the comprehensive examination and become a doctoral candidate. A student may choose to retake either or both components only once to achieve a combined passing score of 75%. If a combined passing score of 75% is not achieved during the second retake, the student will be terminated from the program. 16

20 h) retakes for either component (i.e., written or oral) will occur during the subsequent semester. The second and final examination must be passed before a student is allowed to accept and complete a pre doctoral internship, unless the student opts to forego the dissertation at that point and is granted permission to complete certification requirements. Students who pass the second examination in the spring or pass the first examination but after the fall November 1 st deadline have the option of applying for an unaccredited internship or waiting until the next year to apply for an APPIC approved internship. Table 1 Final Deadlines for Comprehensive Examination in Order to Apply for APPIC Internships August 15 th : August 25 th : September 4 th : September 14 th : October 4 th : October 14 th : October 14 Nov 1: Student submits first draft to faculty research advisor Faculty research advisor provides feedback on the first draft to the student Student submits revised draft (2) to faculty research advisor and to second faculty member Both faculty members provide feedback on revised draft (2) to student Student submits revised draft (3) to faculty advisor and secondary advisor for evaluation and grading. A cover letter, detailing the revisions made to the revised draft, should be provided to both faculty members Faculty advisor informs student of decision on the written portion of the examination. Qualifying examination is scheduled and successfully passed Doctoral Dissertation students are required to write a Doctoral dissertation. The dissertation proposal should be orally defended by the end of the fourth year of graduate study. Students are required to defend their dissertation proposal prior to beginning the pre doctoral internship. The University specifies that all requirements for the Ph.D., including the dissertation, must be completed no later than five years after the date on which the candidate passed the Doctoral Comprehensive Examination. During this period of time, students must demonstrate satisfactory progress towards completing the dissertation. A lack of progress is grounds for termination from the program. Although the University permits the individual to formally petition for an extension of that interval, approval of the petition must be obtained by the program faculty, psychology department chair, and graduate school. The program faculty considers the usual five year interval to be more than generous and therefore the faculty will be reluctant to act favorably on such a petition. Student may select any qualified faculty member in the Department of Psychology as their dissertation director, although the majority of students select their research faculty advisor. Students are responsible for developing a dissertation proposal under the direction of their dissertation director. Once a final draft of the dissertation proposal is developed, students are responsible for selecting a dissertation proposal committee and scheduling a dissertation proposal meeting. The dissertation proposal committee consists of three faculty members who shall be chosen for their expertise and ability to contribute to the project. At least one member must be a faculty member in one of the other three graduate training programs in 17